Wednesday, November 11, 2015

Autism Spectrum Disorder
(ASD) is a neurodevelopmental disorder characterized by two core-defining
features: impairments in (a) social communication and (b) restricted and
repetitive behaviors or interests (American Psychiatric Association [APA], 2013). Social-communication
deficits include difficulties making affective (emotional) contact with others.
This includes deficits in nonverbal communicative behaviors used for social
interaction which range from poorly integrated- verbal and nonverbal
communication, through abnormalities in eye contact and body-language, or
deficits in understanding and use of nonverbal communication, to a lack of facial expression or gestures.

Research investigating facial
expressivity in children with ASD has reported “flat affect” or odd facial
expressivity within this population. “Flat affect” is a term used to describe a
lack of emotional reactivity. With a flat affect, expressive gestures are
minimal, and there is little animation in facial expression or vocal
inflection. Facial expressions are a form of non-verbal communication essential
to interpersonal relationships. An inability to read facial and social cues
makes “connecting” to others very difficult. Likewise, reduced or odd expres­sivity
may impede social discourse or provoke negative initial reactions to the person
with ASD.

Research

A study published in the
journal Autismexamined the impact of facial
expressivity on first impression formation and found that typically developing
children formed their impressions of peers with ASD in as little as 30 seconds.
Videos of children with ASD were initially rated for facial expressivity by
adults who were unaware of the condition. Researchers further investigated the
friendship ratings given by 44 typically developing children to the same
videos. The children making friendship judgments were also unaware that they
were rating chil­dren with ASD. These ratings were compared to friendship
ratings given to video clips of typically developing children. Adult
participants rated children with ASD as being less expressive than typically
developing children. The 44 child participants also rated peers with ASD lower
than typically developing children on all aspects of friendship measures.
Children with ASD were rated not as trustworthy as the typically-developing
children in the films. Moreover, study participants were less likely to say
that they wanted to play with or be friends with the video subjects on the
spectrum. These results suggest that impression formation is less positive
towards children with ASD than towards typically developing children even when
exposure time is brief.

Implications

The findings of this study
have important implications for intervention. First impressions make a difference: whether you are looking at facial expressions, gestures, or just general appearance, people are quick to form judgments about others. Children
with ASD experience more peer rejection and have fewer friendships than their
typically developing peers. Limited facial expres­sivity may further remove
children with ASD from meaningful interactions and reciprocal emotional related­ness
with others. Negative peer responses can be especially upsetting for more
socially aware children with ASD who may be strive but fail to form friendships.
Further, distress often increases as children approach adolescence and the
social milieu becomes more complex.

Social relationship skills
are critical to successful social, emotional, and cognitive development and to
long-term outcomes for all students. An increase in the quality of social
relationships can have a major influence on the social and academic development
of both typically developing children and those with ASD. Consequently, intervention
needs to be focused on both groups in poten­tial interactions rather than
solely on the child with ASD. This includes strategies designed to promote
skill acquisition in building social relationships such as direct instruction,
modeling, role-play, structured activities, social stories, formal social groups,
pivotal response teaching, self-monitoring, and coaching. Students in general
education could help the process of cohesion by serving as prosocial role models
for students with ASD. Teachers may also provide reinforcement for prosocial
behavior or assign students in general education to work with students with ASD
in small groups on class projects together to promote positive interaction. Schools should make a dedicated effort to educate typically developing children
about autism and associated symptoms. Educating children and increasing
awareness will hopefully encourage a more thoughtful first impression formation
process. Teaching
social skills can have both preventive and remedial effects that can help
reduce the risk for negative outcomes not only for children on the autism
spectrum, but also for all children.

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The objective of bestpracticeautism.com is to advocate, educate, and informby providing a best practice guide to the screening, assessment, and intervention for school-age children on the autism spectrum. Timely articles and postings include topics such as screening, evaluation, positive behavior support (PBS), self-management, educational planning, IEP development, gender differences, evidence-based interventions (EBI) and more. This site also features up-to-date information on scientifically validated treatment options for children with ASD and a list of best practice books, articles, and links to organizations. Designed to be a practical and useful resource, bestpracticeautism.com offers essential information for psychologists, teachers, counselors, advocates and attorneys, special education professionals, and parents.

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“It is rare that one book can pack so many resources and easy to digest information into a single volume! Families, school personnel, and professionals all need the extensive, and up-to-date tips, guides, and ‘must-knows’ provided here. It’s obvious the author is both a seasoned researcher and practitioner – a winning combination.” - Dr. Debra Moore, psychologist and co-author with Dr. Temple Grandin, of The Loving Push: How Parents & Professionals Can Help Spectrum Kids Become Successful Adult

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“This book is an essential resource for every educator that works with students with ASD! The easy-to-read format is complete with up to date research on evidence-based practices for this population, sample observation and assessment worksheets and case studies that allow the reader to apply the information presented.” - Gena P. Barnhill, PhD, NCSP, BCBA-D, LBA, Director of Special Education Programs at Lynchburg College, Lynchburg, VA

“As a parent-advocate, Dr. Wilkinson's book is both comprehensive and easy to digest. It's comprehensive because it provides readers with a 10,000 foot view of the landscape. It's easy to digest because it is written in language that non-professionals can understand. If you read only one book, this is the one.” - Dan Harris, JD

"The author does a wonderful job presenting all of the data, facts, figures and statistics in a very structured layout that is straightforward, practical and convenient to access. With the rising incidence of children being diagnosed on the Autism spectrum, this guide should be required reading for all direct service providers who work with children in the school setting. On behalf of the Autism community I extend a sincere thank you to Lee Wilkinson for this impressive and most valuable resource.” - ParentCoachingforAutism.com

“Dr. Wilkinson has created an outstanding blend of academic research and practical application in a text that is so clearly written it is a pleasure to read for professionals and parents alike. This book fills an important need that has existed for years. Dr. Wilkinson has created an indispensable resource that should definitely be in each school’s professional library.” - Ally4Autism.com

"The author has expertly formatted the book and each chapter so that the reader is provided with an excellent resource of recent and relevant information pertaining to screening, formal assessment, and interventions with individuals in this population.” - Canadian Journal of School Psychology

“The uses and limitations of a variety of methods from psychometrics to observational assessments are clearly presented. Case studies give the reader exemplars of a range of assessments and the implications for learning in a highly readable way. Key issues are provided in summary boxes. Interventions include a detailed guide to promote skills in self-monitoring in the learner. In summary, this is an accessible book, of benefit to all those involved in the assessment and support of students with ASD.” - Educational Psychology in Practice

"School district administrators, attorneys, educators, and psychologists will want to have this guide available to them as a resource on 'best practices' in the field of ASD." -Diane Adreon, Associate Director, University of Miami-Nova Southeastern University center for Autism and Related Disabilities (UM-NSU CARD)

"This book provides a complete source for parents, educators, researchers and clinicians seeking information related to assessment and interventions available for individuals (mostly children) diagnosed with Autism Spectrum Disorders (ASD). Parents will benefit from reading this book as it exposes variety of issues to consider when seeking assessment and treatment for their children." -Journal of Autism and Developmental Disorders

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